Teaching and learning business process design in a cooperative setting: a boundary practice perspective
2024 (English)In: 17Th International Conference Of Education, Research And Innovation: Conference Proceedings / [ed] Luis Gómez Chova; Chelo González Martínez; Joanna Lees, Seville: IATED Academy , 2024, p. 1947-1955Conference paper, Published paper (Refereed)
Abstract [en]
This article presents and discusses both empirical and theoretical findings from a teaching case related to the instruction and learning of business process design within the field of Informatics. The teaching case focuses specifically on how business process design is taught and learned in cooperative settings. A literature review was conducted, drawing from major journals and conferences in areas related to teaching and business process design. One key finding from the review is that much of the existing research emphasizes simulating collaboration in learning business process design. However, the literature has yet to thoroughly explore how learning business process design occurs in genuinely cooperative environments. Thus, the research question guiding this study is: How can we understand the teaching and learning of business process design that takes place in cooperative settings? The aim of this article is to develop an understanding of the dynamics of teaching and learning business process design in such settings. The primary contribution of this research is a conceptual model, grounded both empirically and theoretically, that describes the teaching and learning processes involved in business process design. This model is proposed to enhance our understanding of how learning occurs in cooperative contexts. The theoretical framework employed in this article is built on two key foundations. The first is the relationship between conceptual knowledge and procedural knowledge, and the second involves applying learning theories related to boundary practices, specifically focusing on participation and reification. Teaching in such environments presents several challenges, one of which is that organizations initially committed to the cooperative arrangement may later become unavailable, as students report that these organizations do not always have the time to actively participate. Nevertheless, there are also significant benefits, as students often experience growth when they realize that their procedural knowledge in business process design can have a tangible impact on the organization. The research approach is iterative and interpretive, with the researchers' understanding of the empirical data evolving through a literature-driven analysis. This iterative process has allowed for a deeper and more nuanced comprehension of the challenges and opportunities presented by teaching and learning in cooperative settings.
Place, publisher, year, edition, pages
Seville: IATED Academy , 2024. p. 1947-1955
Series
ICERI2024 Proceedings, ISSN 2340-1095
Keywords [en]
Teaching, learning, business process design, cooperation, boundary practice
National Category
Information Systems, Social aspects
Research subject
Smart Cities and Communities, LEADS
Identifiers
URN: urn:nbn:se:hh:diva-54887DOI: 10.21125/iceri.2024.0555ISBN: 978-84-09-63010-3 (print)OAI: oai:DiVA.org:hh-54887DiVA, id: diva2:1913343
Conference
ICERI2024, 17th annual International Conference of Education, Research and Innovation, Seville, Spain, 11th - 13th of November, 2024
2024-11-142024-11-142024-12-17Bibliographically approved